Religious leadership
Imams and khatibs serving congregations through worship, teaching and community leadership.
Professional standards
Standards for religious
professional roles
The proposed framework would recognise different religious responsibilities through clear, proportionate standards and independently verified evidence.
The approach
An outcomes-based approach
Muslim religious learning takes many forms. CMPS would not require every institution to teach identical texts or follow one educational pathway. Proposed standards would instead identify the knowledge, skills and judgement needed for each public-facing role.
Potential pathways include verified qualifications, assessment of competence, evidence of supervised practice, suitable references, safeguarding learning and ongoing development. Specific requirements have yet to be agreed.
Proposed role areas
Proposed areas of practice
Teaching and instruction
Qur’an teachers, madrasa instructors and other educators working with learners of different ages.
Advice and pastoral care
Muftis, chaplains and advisers whose roles demand particular knowledge, boundaries and referral judgement.
These are illustrative areas, not approved registration classes or eligibility criteria.
Accreditation
Proposed assessment and accreditation
- Define a role and its recognised scope of practice.
- Verify qualifications and experience through appropriate sources.
- Assess competence where credentials differ.
- Set conduct, safeguarding and renewal expectations.
- Explain decisions and provide fair review and appeal routes.
Course and syllabus accreditation is also under consideration. It would assess educational outcomes, teaching quality and suitability for a stated purpose while allowing legitimate curricular diversity. The relationship between course accreditation and practitioner registration still needs to be defined through consultation.
No applications are open, and no individual or course has been accredited by CMPS.
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